Running Head: APPLYING AN ASSESSMENT BLUEPRINT 1
Applying an Assessment Blueprint
Timothy Higgins
Marist College
Author Note:
Prepared for EPSY605 Educational Assessment & Evaluation
Professor Szabo
March 9, 2013
APPLYING AN ASSESSMENT BLUEPRINT 2
Abstract
A unit blueprint based on a revised Bloom’s taxonomy table provides a useful way to categorize
learning objectives across a two dimensional matrix of logical content areas and cognitive
processes. In preparing to teach a unit on the Classical Era of global history (12th
grade AP), this
tool is used for planning instruction as well as appropriate formative and summative assessments
that fulfill NYS standards and the Common Core learning standards for literacy in history/social
studies. The blueprint is not a plan to build rigid structure; that once complete is unalterable. It is
a living document; a guide that accepts student feedback and teacher reflection to build
continuous improvement in the reliability and validity of assessment delivery. Additionally, the
blueprint provides an opportunity to plan ongoing instructional modifications that not only cater
to multiple intelligences and elements of Universal Design for Learning (UDL) but support an
inclusive and multicultural classroom experience that is enriching for all students.
APPLYING AN ASSESSMENT BLUEPRINT 3
Applying an Assessment Blueprint
The unit that is being prepared is a section of a course for twelfth grade AP global
history. The unit focuses on the Classical era (1000 B.C.E to 500 C.E.) which includes the early
civilizations of China, India, Greece, Rome, and Persia. The textbook is entitled World
Civilizations: The Global Experience (Sixth edition, AP). This unit uses four chapters of the
textbook. I anticipate this unit taking up one marking period; approximately two months of the
school calendar.
The class consists of 20 students with the following breakdown:
11 female/9 male
1 African American female
3 Pacific Americans - female, 1 male
1 male student with a mild ASD (i.e., Asperger’s syndrome)
3 gifted students - 2 female, 1 male
3 ELLs - 2 Spanish (males), 1 French (female)
1 mildly learning disabled female
1 mildly learning disabled male
4 female (not otherwise specified)
4 males (not otherwise specified)
All students have expressed a desire to enroll in a four year college or university after
graduation. Lesson plan notes would contain necessary modifications for the student with mild
ASD, the gifted students, and the English language learners. Subject matter will be dealt with in
a culturally sensitive way. The mildly learning disabled students will receive support, both inside
and outside the classroom.
Practice and Standards
As discussed in Assignment 1, the specified activities and assessments will cater to multiple
intelligences. An inventory of these skills would need to be taken early in the school year with
the collaboration of previous teachers and parents. For purposes of this discussion it is assumed
that all the multiple intelligences are represented with most students possessing two or more of
APPLYING AN ASSESSMENT BLUEPRINT 4
the intelligences. An inventory (such as Armstrong’s Checklist for Assessing Students’ Multiple
Intelligences, 1994) is a useful tool to gather information on students’ skills. The inclusion of
Multiple Intelligence (MI) theory into teaching practice is an element of Universal Design for
Learning (UDL). This approach also develops a comfortable learning atmosphere for diversity of
expression. “It is essential for social studies teachers to begin by taking inventory of what their
students know, do, believe, and understand before leaping into instruction. Students bring a
wealth of prior knowledge and experiences that teachers must excavate skillfully. Pre-assessment
involves getting acquainted with students academically and socially to establish a community of
learners that is inviting, igniting, and exciting. All students should feel safe, welcome, and
wanted; the learning community should ensure democratic principles and social justice, qualities
that must be evident in all assessments and assessment practices, especially when collaborating
with social studies students” (Gallavan & Kottler, 2009, p. 155).
This foundation builds a community of learners and sets the classroom up for culturally rich
experiences. Gardner (1989) discusses the importance of this:
“Whereas most standard approaches treat intelligence in isolation from the activities of a
particular culture, MI theory takes a sharply contrasting tack. Intelligences are always
conceptualized and assessed in terms of their cultural manifestation in specific domains of
endeavor and with reference to particular adult "end states." Thus, even at the preschool level,
language capacity is not assessed in terms of vocabulary, definitions, or similarities, but rather as
manifest in story telling (the novelist) and reporting (the journalist). Instead of attempting to
assess spatial skills in isolation, we observe children as they are drawing (the artist) or taking
apart and putting together objects (the mechanic)” (p. 6).
APPLYING AN ASSESSMENT BLUEPRINT 5
Using and experiencing technology is closely tied to a variety of multiple intelligences.
Rich, technology-driven experiences allow students to engage multiple intelligences, tapping
readily into linguistic, interpersonal, and intrapersonal traits. “The multiple intelligences
approach does not require a teacher to design a lesson in nine different ways so that all students
can access the material. Rather, it involves creating rich experiences in which students with
different intelligence profiles can interact with the materials and ideas using their particular
combinations of strengths and weaknesses” (Moran, Kornhaber, & Gardner, 2006, p. 27).
Opportunities to leverage the use of technology will be woven into every unit plan in my
practice.
A variety of supplemental strategies will be employed which all learners benefit from.
English language learners (ELLs) will need supports in the verbal/linguistic area and the
tabulated strategies will provide in-class support for such activities.
The following table illustrates these classroom strategies for all learners.
Table 1: Strategies for all learners
Classroom strategies Learners that benefit most
Visual energizer in the form of video clip, lending authenticity.
Group work - Matching with graphic organizer/concept map for pre-activity.
Graphic organizer that helps with semantic mapping, group work, and analyzing authentic primary sources.
Jigsaw reading used in group work when first analyzing primary source documentation.
“Buddies” help by assisting with language, vocabulary meaning, and writing process.
Think, Pair, Share
Exit slip is designed to gather student feedback for improvement of lesson modifications.
All learners, visual learners All learners, LD, ELLs, ASD with behavioral supports All learners, LD, ELLs, ASD All learners, LD, ELLs, ASD ELL, ASD for social supports All learners, LD, ELL, ASD All learners, LD, ELL, ASD
APPLYING AN ASSESSMENT BLUEPRINT 6
This content unit aligns with the following NYS social studies learning standards:
NYS learning standard 2 - Students will use a variety of intellectual skills to demonstrate
their understanding of major ideas, eras, themes, developments, and turning points in world
history and examine the broad sweep of history from a variety of perspectives.
NYS learning standard 3 - Students will use a variety of intellectual skills to demonstrate
their understanding of the geography of the interdependent world in which we live—local,
national, and global—including the distribution of people, places, and environments over the
Earth’s surface.
The reading and writing elements of the Common Core learning standards (CCLS) for
literacy in social studies are evident in the variety of assessments that are paired with the
blueprint for this unit. The reading standards are 1, 2, 3, and 7. The writing standards are 7 and 8.
APPLYING AN ASSESSMENT BLUEPRINT 7
Maj
or
Conte
nt
Are
as
BLUEPRINT
UNIT: Global History Unit 1: Classical Civilizations, Grade 12 (AP)
TO
TA
LS
Remembering Unit Learning
Objective:
Describe the cultures,
civilizations, and
geographies in the
classical era
including social
customs, norms, values, political
and economic
systems, and religious belief.
Understanding Unit Learning
Objective:
Understand the broad patterns,
relationships, and
interactions of
cultures and
civilizations
during the classical era.
Applying Unit Learning
Objective:
Explain the importance of
analyzing
narratives drawn
from the classical
era to understand
and give perspective to
historical events
and illustrate societal norms.
Analyzing Unit Learning
Objective: Analyze the
roles and contributions of individuals and
groups to changing and
developing social,
political, economic,
cultural, and religious
practices and activities in the classical
civilizations
Evaluating Unit Learning
Objective: Interpret
documents, artifacts, and
contemporary film
related to
significant
developments in the
classical era.
Creating Unit Learning
Objective: Plan and
organize classical era research
projects that focus
on differing and
competing
interpretations of
events during that era and the changes
brought about by
these events.
1. C
hin
a/I
nd
ia Define key
attributes of Classical Chinese
and Indian culture,
customs, and religions.
M.I. = Verbal/Linguistic
18/6%
Summarize
geographical features of China
and India. (by
finding key places on classical era
maps).
M.I. = Naturalist
Visual/Spatial
5/2%
Apply translation
key to classical era languages,
monetary
exchange, numbers, and
measurements.
M.I. = Logical
Mathematical
11/4%
I. Analyze the
contribution of a key individual in Classical
China and India. (by
compiling a list of his/her achievements
within a biographical
sketch) Assessment link M.I. = Verbal
Linguistic
9/3%
Interpret a work of
classical era Indian or Chinese
entertainment or art
and its relevance today.
M.I. = Intrapersonal
15/5%
Construct a timeline
that portrays key events and elements
of the classical era
in China and India. Explain key events
(political, economic,
and religious) in a graphic organizer.
Assessment link
M.I. =Visual/Spatial
30/11%
10/7.7%
88/31%
2. G
reec
e/R
om
e
II. Describe the
political and economic systems
of Greek and
Roman society.
Assessment link
M.I. =
Verbal/Linguistic
20/7%
Understand the
key elements of Greco-Roman
architecture. (by
journaling observations on
contemporary
buildings).
M.I. =
Visual/Spatial
13/5%
III. Examine
Greek and Roman narratives and
documents. (by
highlighting critical elements
and passages).
Assessment link M.I. =
Verbal/Linguistic
9/3%
Investigate and tabulate
reputable education web sites that highlight
Greek and Roman
classical era research.
M.I. =
Verbal/Linguistic Technology
5/2%
Contrast two
political speeches from the Greek and
Roman era. (by
performing them).
M.I. = Kinesthetic
18/6%
IV. Students will
demonstrate knowledge of
period
characteristics and architectural
features (by creating
historical replicas). M.I. =
Visual/Spatial,
Interpersonal
28/10% 93/33%
3. In
tegra
tive
Identify important
turning points and
developments in
the classical
civilizations and their causes.
M.I. =
Verbal/Linguistic
10/4%
V. Predict and
compare military
outcomes. (by
hypothesizing that
certain events and decisions were
different).
M.I. = Interpersonal,
Logical
Assessment link
8/3%
VI. Students will
develop their own
thought process
flow chart
involved in using primary sources
when evaluating
classical literature.
M.I. =
Intrapersonal
12/4%
VII. Analyze and
compare the causes of
the decline of each
civilization.
Assessment link
M.I. =
Verbal/Linguistic
20/ 7%
VIII. Students will
demonstrate ability
to self-evaluate their
own work and learn
the process of thinking to correct
them.
Assessment link
M.I. =
Intrapersonal
25/9%
Develop a matrix
that compares
political, economic,
and religious
aspects of two civilizations.
M.I. = Logical Mathematical
25/9% 100/36%
TOTALS
48/17.1% 26/9.2% 32/11.4% 34/12.1% 58/20.7% 83/29.5% 281/100
%
APPLYING AN ASSESSMENT BLUEPRINT 8
Explanation and Justification of Blueprint
Unit learning objectives head the blueprint on the first horizontal row above the major
content areas. Below that, in each individual cell are objectives that enable achievement of unit
learning objectives. There are blueprint cells highlighted in yellow. Within five of those cells are
formative assessments that are exhibited in the Appendix. Various multiple intelligences are
listed in the individual cells. The learning objectives and formative assessments facilitate
expression of the multiple intelligences. The blueprint strives for a balance between assessment
and student engagement that levels the playing field for all expressions of student intelligence
and softens the anxiety that may stem from the climate that surrounds the notion of assessment or
academic “judgment.”
“Together, these demands for assessments that are intelligence fair, are based on culturally
valued activities, and take place within a familiar context naturally lead to an approach that blurs
the distinctions between curriculum and assessment. Drawing information from the regular
curriculum ensures that the activities are familiar; introducing activities in a wide range of areas
makes it possible to challenge and examine each intelligence in an appropriate manner. Tying the
activities to inviting pursuits enables students to discover and develop abilities that in turn
increase their chances of experiencing a sense of engagement and of achieving some success in
their society” (Gardner & Hatch, 1989, p. 7).
The eight highlighted blueprint cells are justified below. They are numbered from I to VIII
on the blueprint table.
I. Unit Learning Objective: Analyze the roles and contributions of individuals and groups to
changing and developing social, political, economic, cultural, and religious practices and
APPLYING AN ASSESSMENT BLUEPRINT 9
activities in the classical civilizations. (Alignment: Std 2, KI-2, PI-5, Std 2, KI-3, PI-1, Std 4,
KI-1, PI-1 AND CCLS Reading std 3).
Analyze the contribution of a key individual in Classical China and India by
compiling a list of his/her achievements within a biographical sketch.
This blueprint cell concerns compiling a biographical sketch that utilizes my “social
studies textbook page” as a formative assessment that could be completed within small groups or
as homework. This is included in the appendix. It would provide the foundation for a more in-
depth written assignment, performed individually or, in the case of an ELL, with the support of a
buddy. This assessment point was chosen because there are many ways to scaffold and provide
optional assessments to fulfill this objective. It also captures the most important point in the unit
learning objective.
II. Unit Learning Objective: Describe the cultures, civilizations, and geographies in the classical
era including social customs, norms, values, political and economic systems, and religious
belief. (Alignment: Std 2, KI-1, PI-1 and Std 3, KI-1, PI-1 AND CCLS Reading std 1).
Describe the political and economic systems of Greek and Roman society.
This blueprint point was chosen because it provides a fact-based foundation for the work
to come. The assessment is a selected response content quiz that tests retention of content related
facts.
III. Unit Learning Objective: Explain the importance of analyzing narratives drawn from the
classical era to understand and give perspective to historical events and illustrate societal
norms. (Alignment: Std 2, KI-2, PI-4, Std 2, KI-3. PI-3).
APPLYING AN ASSESSMENT BLUEPRINT 10
Examine Greek and Roman narratives and documents by highlighting critical
elements and passages.
This blueprint point was chosen because it focuses on a foundational skill – that of
working with primary source documents – that transport the student back to ancient times. The
assessment is informal, a fact-storming organizer that could be completed in groups of two or
more. This is included in the appendix.
IV. Unit Learning Objective: Plan and organize classical era research projects that focus on
differing and competing interpretations of events during that era and the changes brought about
by these events.(Alignment: Std 2, KI-2 PI-1&5, Std 2, KI-4 PI-3 AND CCLS Reading std 7,
Writing stds 7,8).
Students will demonstrate knowledge of period characteristics and architectural
features to create historical replicas.
This blueprint point is highlighted because it is represents 10% of the points in the entire
blueprint. This visual/spatial multiple intelligence requires an integration of previously mastered
verbal/linguistic assessments. It may also require a team approach, bringing interpersonal
intelligence into the mix. Also, this may require additional classroom scaffolding to use artistic
materials to create the replicas.
V. Unit Learning Objective: Understand the broad patterns, relationships, and interactions of
cultures and civilizations during the classical era.(Alignment: Std 2, KI-1, PI-4 and Std 3, KI-1,
PI-4 AND CCLS Reading std 2).
APPLYING AN ASSESSMENT BLUEPRINT 11
Predict military outcomes by hypothesizing that certain circumstances and
decisions were different.
This blueprint point focuses on interpersonal intelligence, logical/mathematical and
reasoning skills. A fact storming sheet, graphic organizer, or a computer simulation may provide
the basis for assessment. Hypothesizing and predicting is an integrative skill. This is considered
an experimental enabling objective. The low percentage value was assigned because it is
unknown whether this will translate well from class to class where the combination of multiple
intelligences may not be present to make it a meaningful exercise.
VI. Unit Learning Objective: Explain the importance of analyzing narratives drawn from the
classical era to understand and give perspective to historical events and illustrate societal
norms.(Alignment: Std 2, KI-2, PI-4, Std 2, KI-3. PI-3).
Students will develop a thought process flow chart involved in using primary
sources when evaluating classical literature.
This blueprint point was chosen to highlight that metacognition and self-regulation is built into
the blueprint. Informal ways to gather this depend of the unique characteristics of the learner and
how developed their intrapersonal intelligence is.
VII. Unit Learning Objective: Analyze the roles and contributions of individuals and groups to
changing and developing social, political, economic, cultural, and religious practices and
activities.(Alignment: Std 2, KI-2, PI-5, Std 2, KI-3, PI-1, Std 4, KI-1, PI-1 AND CCLS Reading
std 3).
Analyze and compare the causes of the decline of each civilization.
APPLYING AN ASSESSMENT BLUEPRINT 12
A similarities and differences chart is provided with this assessment point. This is an
integrative point that brings knowledge together, explicating common threads and
exploring differences.
VIII. Unit Learning Objective: Interpret documents, artifacts, and contemporary film related to
significant developments in the classical era. (Alignment: Std 2, KI-4, PI-2 CCLS Writing stds
1, 2).
Students will demonstrate ability to self-evaluate their own work and learn the
process of thinking to correct them.
This is a metacognitive blueprint point representing 9% of the total points. Hopefully, it
will develop a critical vantage point for improvement of various assignments throughout the unit
and provide a strengthening of self-regulatory behaviors. It gives the opportunity for students to
challenge and improve their interpretations of significant developments in the classical
civilizations. The turn and talk chart (included in the appendix) is one informal way to
accomplish this by gathering feedback to reflect upon. Other self-assessment rubrics could be
developed.
Reflection on Assessments
The goal of the blueprint is to provide structure to make professional judgment regarding
the validity of the assessment. If the assessment is an adequate sample of student performance in
each blueprint cell, then content-related evidence of validity exists. The teacher can then infer a
more substantial knowledge base. The blueprint provides such an analytical to breakdown any
gaps that exist in student performance. “Validity is the extent to which an assessment measures
what it intends to measure. Paying attention to validity in choosing a formative assessment can
APPLYING AN ASSESSMENT BLUEPRINT 13
be complicated. It clearly makes sense to choose a test that is accompanied by a clear statement
of the domain of skill or knowledge it assesses. Without that information it would be very
difficult for teachers to make sense of student scores on formative assessments” (Sharkey &
Murnane, 2006, p. 581). With this approach, feedback is readily available to make adjustments to
instruction and in the type and delivery of assessments. Each cell in the blueprint could be
isolated for further attention and not markedly affect other cells.
Assessment reliability is enhanced with the blueprint because of the multiple points at
which assessment occur. However, the nature of portfolio type assessments and informal
assessments contain subjectivity that may reduce reliability. The key in increasing reliability may
be to engage students more in ownership of their own learning. “Classroom teachers are not
always sure when, what, or how to assess. Teachers lack confidence about choosing how much
to assess or which assessments are most effective and provide the best fit with each of their
students' diverse learning styles (Black and William 1998). Even more disconcerting is some
teachers belief that they should be preparing all assignments, rubrics, and assessments on their
own. As teachers and families attempt to increase student engagement, responsibility, and
satisfaction in the learning process, teachers must give their students more voice, choice, and
agency or social ownership” (Gallavan & Kottler, 2009, p. 154).
Although the blueprint ensures covering and alignment with mandated standards, it also
provides a novel way to look at student learning along a flexible trajectory. It is, in a sense, a
learning progression. Learning progressions may provide supplements to standards-based
education. They are relatively new and these progressions use formative assessment and
instructional correctives to help achieve standards along a continuum of progress. “For example,
standards rarely present a clear conception of how learning progresses in a domain, and curricula
APPLYING AN ASSESSMENT BLUEPRINT 14
are often organized around scope and sequence charts, usually defining discrete objectives that
are not connected to each other in a larger network of organizing concepts that show a clear
trajectory in learning” (Heritage, Kim, Vendlinski, & Herman, 2009, pp. 29-30). On the attached
blueprint, tasks get more cognitively challenging as you move from left to right, especially in the
content area named integrative. “Learning progressions describe how concepts and skills
increase in sophistication in a domain from the most rudimentary to the highest level, showing
the trajectory of learning along which students are expected to progress. From a learning
progression, teachers can access the big picture of what students need to learn, they can grasp
what the key building blocks of the domain are, while having sufficient detail for planning
instruction to meet short-term goals” (Heritage, Kim, Vendlinski, & Herman, 2009, pp. 29-30).
Viewing a blueprint as a an adaptable tool that allows learning to progress without sacrificing
adaptability while nurturing diverse intelligences is a process worthy of a painter, composer, or
writer. “Eisner (2005) has for many years opposed methodological reductionism, instead
describing teaching as an artistic process that arises from the qualitative judgments of teachers in
a way consonant with Black and William’s (2009) ‘moments of contingency” and Schőn’s
(1987) “indeterminate zone of practice,” which requires teachers and students to regulate
learning by “thinking on their feet.” Eisner parallels the patterns of effective instructional
practice to musical composition and painting:
“The medium and sensory modality differ, but the business of composing relationships
remains. To succeed the artist needs to see, that is, to experience the qualitative relationships that
emerge in his or her work and to make judgments about them” (Eisner, 2004, p. 208).
This is what I expect to see in my classroom—in both planning and in gathering feedback to
improve my teaching.
APPLYING AN ASSESSMENT BLUEPRINT 15
Conclusion
A teacher would be wise to assume a cautious posture when formulating lesson plans,
assessment blueprints, and strictly scientific approaches to pedagogy. Most educational theory
has a pyscho-scientific foundation and approaches can be thought of as rigid and unchanging,
conjuring up “schools as factories” using the scientific management theories of Frederick Taylor.
Even the term blueprint conjures up a plan that aims to be architecturally sound, unshakeable--
that once built can only change by time consuming reconstruction. A blueprint could easily be
morphed into an artist’s palette. This approach could be likened to what Dewey called flexible
purposing. “Flexible purposing is opportunistic; it capitalizes on the emergent features appearing
within a field of relationships. It is not rigidly attached to predefined aims when the possibility of
better ones emerge. The kind of thinking that flexible purposing requires thrives best in an
environment in which the rigid adherence to a plan is not a necessity. As experienced teachers
well know, the surest road to hell in a classroom is to stick to the lesson plan no matter what”
(Eisner, 2004, p. 6).
Eisner (2004) promulgates a vision of what the field of education might learn and use
from the arts. This form of artistry resonates with me from both a policy and practice
perspective:
The promotion of such thinking requires not only a shift in perspective regarding our
educational aims, it represents a shift in the kinds of tasks we invite students to undertake, the
kind of thinking we ask them to do, and the kind of criteria we apply to appraise both their work
and ours. Artistry, in other words, can be fostered by how we design the environments we
inhabit. The lessons the arts teach are not only for our students, they are for us as well” (p. 9).
APPLYING AN ASSESSMENT BLUEPRINT 16
This philosophy has rewards for both the teacher and student. In the eastern spiritual
tradition there is a promise and reward for this pedagogical toil: when the student is willing, the
teacher appears.
APPLYING AN ASSESSMENT BLUEPRINT 17
References
Clark, I. (2012). Formative assessment: A systematic and artistic process of instruction for
supporting school and lifelong learning. Canadian Journal of Education, 35(2), 24-40.
Eisner, E. (2004, October). What can education learn from the arts about the practice of
education? International Journal of Education & the Arts, 5(4), 1-12.
Gallavan, N., & Kottler, E. (2009, July/August). Constructing rubrics and assessing progress
collaboratively with social studies students. The Social Studies, pp. 154-158.
Gardner, H., & Hatch, T. (1989). Educational implications of the theory of multiple intelligences.
Educational Researcher, 18(4), 4-9.
Heritage, M., Kim, J., Vendlinski, T., & Herman, J. (2009). From evidence to action: A seamless
process in formative assessment? Educational Measurement: Issues and Practice, 28(3),
24-31.
Macintyre, L., Buck, G., & Beckenhauer, A. (2007, March 7). Formative assessment requires
artistic vision. International Journal of Education & the Arts, 8(4), 1-23.
Moran, S., Kornhaber, M., & Gardner, H. (2006, September). Orchestrating multiple
intelligences. Educational Leadership, 22-27.
Sharkey, N. S., & Murnane, R. J. (2006, August). Tough choices in designing a formative
assessment system. American Journal of Education, 112, 572-589.
APPLYING AN ASSESSMENT BLUEPRINT 18
Appendix – Formative Assessments
Formative Assessment 1
Formative Assessment 2